%Aigaion2 BibTeX export from HES SO Valais Publications
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@PHDTHESIS{,
    author = {Imboden, Serge},
    editor = {Imboden, Serge},
  keywords = {Aus‐ und Weiterbildung, coaching, F{\"{u}}hrungskr{\"{a}}fteentwicklung, Leadership, management, Schulleitung},
     month = jun,
     title = {LEADERSHIP IN DER BERUFSBILDUNG Eine Interventionsstudie zur St{\"{a}}rkung der F{\"{u}}hrungskompetenzen},
      year = {2017},
    school = {Universit{\"{a}}t Konstanz & HES-SO},
       url = {http://nbn-resolving.de/urn:nbn:de:bsz:352-0-409280},
  abstract = {At present, there are no nationally or internationally standardized basic and advanced training concepts
for school directors the effects of which on management behavior have been empirically validated. At the
same time, the state of research on the effectiveness of such qualification programs has proven to be extremely
deficient. In light of this situation, as well as in light of the realization that school directors also
have an indirect effect on the learning success of students, the objective of this paper is to examine the
effectiveness of management training on the management behavior and the professional self‐image of
school directors. With the aid of a quasi‐experimental study organized to include experimental and control
groups, this paper examines the effects such measures have on the practical behavior of school directors.
Using a theoretical overview model for effective management developed for this purpose, a series of management
workshops with combined coaching sessions was conducted with school directors from 40 professional
schools in Switzerland between 2014 ‐ 2016, each of which was accompanied by a longitudinallybased
record of pre‐, post‐ and follow‐up surveys. In total, 173 school directors and 2 044 teachers
participated in the study. In addition to generally descriptive results, for example management behavior,
workload, satisfaction or a comparison of perspectives between teachers and directors, the results yield a
number of indicators related to the effectiveness of the completed management trainings such that a differentiated
analysis of participant data indicates a weak to moderately positive effect in relation to the
selected management‐related variables on the basis of a longitudinal examination.}
}